Expanding Access, Participation, and Success in International Baccalaureate Programmes: Year 1 Documentation Report

Autor/inn/en	Corcoran, Thomas B.; Gerry, Gail B.
Institution	Consortium for Policy Research in Education
Titel	Expanding Access, Participation, and Success in International Baccalaureate Programmes: Year 1 Documentation Report
Quelle	(2010), (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Support Services; Advanced Placement Programs; Program Effectiveness; Student Participation; Access to Education; Minority Group Students; Public Schools; Professional Development; Electronic Learning; Online Courses; Program Descriptions; Poverty; Low Income; Teacher Effectiveness; Educational Practices; Curriculum Design; Educational Resources; School Districts; Interviews; Teacher Attitudes; Teacher Surveys; Disproportionate Representation; High Schools; Florida; Maryland; Tennessee + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Education; Access; Bildung; Zugang; Bildungszugang; Public school; Öffentliche Schule; Online course; Online-Kurs; Armut; Niedriglohn; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Lehrplangestaltung; Bildungsmittel; School district; Schulbezirk; Interviewing; Interviewtechnik; Lehrerverhalten; High school; Oberschule
Abstract	In fall 2009, the Bill and Melinda Gates Foundation funded a three-year project (IB Access Project) with International Baccalaureate (IB) to increase participation of minority students and students in poverty in the Middle Years Programme (MYP) and Diploma Programme (DP). The IB Access Project seeks to do four things: (1) Improve teacher practice in designing curriculum and assessment that prepares students for the DP by providing new resources designed for this project; professional development and instructional support; (2) Improve teacher access to resources for effective assessment design including increased use of online learning environments; (3) Increase teacher onsite professional support around classroom practice; and (4) Increase participation of low-income and minority students in the pilot districts in both certificate courses and in the full DP. The evaluation is focused on the changes in the student population, the use of the new instructional tools and participation in the professional development, the teacher perceptions of the progress of the students and the efficacy of the new tools, and changes in the outcomes for the newly recruited students. Four districts were visited to determine sites for this work. Three were selected: Anne Arundel County Public Schools, Maryland; Metropolitan Nashville Public Schools, Tennessee; and The School District of Palm Beach County, Florida. A total of eight high schools are included in the project: three in Anne Arundel; two in Metro Nashville; and three in Palm Beach County. The overwhelming belief that more students, and students who may not have the strong academic backgrounds of traditional IB students, can be successful in IB programming is indeed a very compelling and positive finding of Year 1 work. For teachers and school-based administrators to continue to make the adaptations necessary to ensure the success of non-traditional IB students, coordinated work is essential. This will be the challenge of Year 2. Appended are: (1) Student Participation Data by School; (2) Interview Protocols; (3) Teacher Survey Protocol; (4) Expanding Access, Participation, and Success of Under-Represented Students in the DP; and (5) Recommendations. (Contains 1 figure and 8 tables.) (ERIC).
Anmerkungen	Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10